NUR 302 Module 5 Clinical Judgment Analysis Example

Reviewed by Delia Ravenscroft, MSN, RN

This NUR 302 Module 5 clinical judgment analysis sample works one changing patient through all six steps of the NCSBN Clinical Judgment Measurement Model, from the first cue to the evaluated outcome. It was written for SNHU NUR 302, Clinical Judgment and Holistic Assessment in Nursing, an RN to BSN course listed as NUR-302. During a routine home health visit, a composite 81-year-old woman taking warfarin for atrial fibrillation mentions a headache and a bump on the head from a kitchen fall three days earlier, while her daughter notices she is repeating questions. The paper shows which cues the nurse recognized, which explanations were weighed and ruled down, why a possible subdural hematoma outranked a urinary infection or fatigue, what the nurse did in the next twenty minutes and how the outcome was judged.

CourseNUR 302 Clinical Judgment and Holistic Assessment in Nursing
ModuleModule 5
Paper typeClinical judgment analysis paper
LengthAbout 1,080 words, 6 pages
FormatAPA 7 student paper
SchoolSouthern New Hampshire University
ProgramRN to BSN
UpdatedSeptember 2026

Free sample paper for NUR 302 Module 5

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Three Days After the Cabinet Door: A Clinical Judgment Analysis of New Headache in an Older Adult Taking Warfarin

[Student Name]

Southern New Hampshire University

NUR 302: Clinical Judgment and Holistic Assessment in Nursing

Module Five Clinical Judgment Analysis

[Instructor Name]

[Date]

The organization, setting and figures below are a composite written as a model document. No real employer, client, colleague or patient is described.

What this page is doingThe title carries the time interval and the anticoagulant, the two details that make the case dangerous. A grader sees the clinical problem before reading a word of the analysis.
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Three Days After the Cabinet Door: A Clinical Judgment Analysis of New Headache in an Older Adult Taking Warfarin

Clinical judgment is easiest to see in cases where the first explanation is the wrong one. This paper analyzes a home health visit in which a composite patient, Mrs. K., an 81-year-old woman taking warfarin, described a headache that she and her family attributed to poor sleep. The analysis is organized by the NCSBN clinical judgment model, whose six steps, as Dickison et al. (2019) lay them out, begin when the nurse notices something and works out what it might mean, continue as competing explanations are weighed and responses chosen, and end with an action whose result is then checked. The case shows that the decisive step was not a sophisticated assessment but a refusal to let a benign explanation close the question while a dangerous one remained possible.

What this page is doingThe introduction names the model with a correct source and states a thesis about the reasoning, not just the patient. The last sentence is the argument the analysis must prove.
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Recognizing Cues

Mrs. K. lives with her daughter and receives home health nursing for wound care on her lower leg. She has atrial fibrillation and takes warfarin, with a target international normalized ratio (INR) of 2.0 to 3.0. At the start of the visit she said she had a headache that had lasted two days and that she was tired. While the nurse was preparing the dressing, the daughter mentioned that her mother had slipped in the kitchen three days earlier and struck her forehead on an open cabinet door, but had not wanted to go to the emergency department because she felt fine afterward. The daughter added that her mother had asked twice that morning whether the nurse was coming.

The relevant cues were therefore a head strike on an anticoagulant, a new headache beginning after the fall, increased fatigue and a subtle change in memory noticed by someone who knows her well. The nurse checked vital signs: blood pressure 164/90, compared with her usual readings in the 130s, and an irregular pulse of 80. A point-of-care INR was 3.6. Her pupils were equal and reactive. She knew who she was and where she was, yet she could not give the date, which she had answered easily at the previous visit. When asked to hold her arms out with eyes closed, her right hand drifted slightly downward.

What this page is doingCues are listed with the source of each one, including the daughter's observation. The comparison with the patient's own baseline is what makes a small change meaningful, and graders look for it.
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Analyzing Cues

Taken one at a time, each cue has an ordinary explanation. Headaches are common, fatigue is common in older adults, and elevated blood pressure can follow pain or poor sleep. The analysis changes when the cues are clustered. The fall, the anticoagulant, the supratherapeutic INR, the new headache and the new disorientation all point toward the same organ. Chronic and subacute subdural hematomas are especially common in older adults and can follow a minor head injury, with symptoms that develop over days rather than minutes (Kolias et al., 2014). The mild arm drift is a focal finding, which makes a purely systemic cause, such as infection or dehydration, less likely to explain everything on its own.

What this page is doingThe paragraph shows the move from separate cues to a pattern, which is the core of the analyze step. A single source on subdural hematoma supports the reasoning without replacing it.
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Prioritizing Hypotheses

Three explanations were considered. The first was a subdural hematoma or other intracranial bleed after the fall. The second was delirium from a urinary tract infection, which is common in older women and can cause confusion and fatigue. The third was that she was tired and slept badly, as the family believed. The nurse ranked the intracranial bleed first, not because it was certain but because it was the explanation with the most severe consequence if missed and the one most consistent with the focal sign and the anticoagulation. A urinary infection remained possible and could be tested later; missing a bleed could not be undone.

The evidence on delayed bleeding supports caution here rather than reassurance. Chauny et al. (2016) pooled seven studies of anticoagulated patients who had a normal first head CT after trauma and found that about 0.6% had a bleed on a repeat scan 24 hours later. That low figure applies to people who were scanned and had normal results; Mrs. K. was never scanned. The same authors also advised special care for patients showing neurological deterioration or excessive anticoagulation, and Mrs. K. had both.

What this page is doingHypotheses are ranked by consequence as well as probability, and the evidence is applied carefully: the study's reassuring number is shown not to fit this patient. That kind of reasoning scores at the top of the analysis criterion.
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Generating Solutions and Taking Action

The goal was to get Mrs. K. to imaging and specialist care quickly and safely. The nurse called emergency medical services rather than asking the daughter to drive, because a patient with a possible expanding bleed can deteriorate on the way. While waiting, the nurse kept Mrs. K. seated and observed her, checked her pupils and speech again, made sure she received no aspirin or other medication, and asked the daughter to bring the warfarin bottle and medication list. The nurse then called the primary care provider with an SBAR report: an 81-year-old on warfarin, INR 3.6, fall with head strike three days ago, new headache, new disorientation to date, blood pressure 164/90 and slight right arm drift, transported by ambulance for evaluation of a possible intracranial bleed. The warfarin dose due that evening was held pending the emergency team's decision.

Guidance on bleeding in patients taking oral anticoagulants treats an intracranial hemorrhage as a critical-site bleed that calls for rapid assessment and consideration of reversal (Tomaselli et al., 2020). Those decisions belong to the emergency team, but the nurse's actions determined how fast the team received the information it needed.

What this page is doingActions are specific, sequenced and within nursing scope. The paper cites guidance for what happens next without claiming the nurse makes the medical decisions, which keeps the analysis accurate.
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Evaluating Outcomes

In the emergency department, a head CT showed a small subacute subdural hematoma on the left side. Her anticoagulation was reversed, and she was admitted for neurological observation. She did not need surgery, her orientation returned to baseline within two days, and the arm drift resolved. The team later reviewed whether her warfarin should be continued and arranged a home safety evaluation. Judged against the goal of the visit, the outcome was good: the bleed was found while it was small, before a larger deterioration. Judged against earlier opportunities, it was also a reminder that the fall three days before had been a missed chance. The nurse added fall reporting to the family teaching and asked the agency to include an explicit question about falls and head strikes at every visit for patients on anticoagulants.

What this page is doingEvaluation looks both at the patient's outcome and at the system, which moves the paper from case report to practice improvement. Graders reward that second layer.
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Conclusion

Every cue in this case could have been explained away, and the family had already done so. Clinical judgment consisted of clustering the cues, ranking the hypotheses by what would happen if each were missed and acting on the most dangerous possibility while the less dangerous ones waited. The NCSBN model made that reasoning visible step by step, which is also what makes it teachable.

What this page is doingThe conclusion returns to the thesis and to the model, closing the loop the introduction opened.
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References

Chauny, J.-M., Marquis, M., Bernard, F., Williamson, D., Albert, M., Laroche, M., & Daoust, R. (2016). Risk of delayed intracranial hemorrhage in anticoagulated patients with mild traumatic brain injury: Systematic review and meta-analysis. The Journal of Emergency Medicine, 51(5), 519-528. https://doi.org/10.1016/j.jemermed.2016.05.045

Dickison, P., Haerling, K. A., & Lasater, K. (2019). Integrating the National Council of State Boards of Nursing Clinical Judgment Model into nursing educational frameworks. Journal of Nursing Education, 58(2), 72-78. https://doi.org/10.3928/01484834-20190122-03

Kolias, A. G., Chari, A., Santarius, T., & Hutchinson, P. J. (2014). Chronic subdural haematoma: Modern management and emerging therapies. Nature Reviews Neurology, 10(10), 570-578. https://doi.org/10.1038/nrneurol.2014.163

Tomaselli, G. F., Mahaffey, K. W., Cuker, A., Dobesh, P. P., Doherty, J. U., Eikelboom, J. W., Florido, R., Gluckman, T. J., Hucker, W. J., Mehran, R., Messé, S. R., Perino, A. C., Rodriguez, F., Sarode, R., Siegal, D. M., & Wiggins, B. S. (2020). 2020 ACC expert consensus decision pathway on management of bleeding in patients on oral anticoagulants. Journal of the American College of Cardiology, 76(5), 594-622. https://doi.org/10.1016/j.jacc.2020.04.053

What the NUR 302 Module 5 instructions ask for

In Module 5, NUR 302 asks you to analyze a patient situation using a clinical judgment framework, usually the NCSBN Clinical Judgment Measurement Model or Tanner's model if your section prefers it. The prompt generally provides a case or asks you to recall one from practice, then expects you to walk through each step: the cues you noticed, how you interpreted them, the hypotheses you considered and how you ranked them, the actions you chose and how you evaluated the result. Some versions add a reflection on what you would do differently. The paper usually runs three to five pages. Format it in APA 7 and bring in scholarly sources at the analysis and action steps rather than only in the introduction.

How this NUR 302 Module 5 clinical judgment analysis example is built

The example uses the six NCSBN steps as its headings, so the reader can check each one against the rubric. The cue section separates what the patient said, what the daughter reported and what the nurse measured, and compares each finding with the patient's baseline. The analysis clusters the cues into a pattern, and the hypothesis section ranks three explanations by severity and consistency with the data, using a meta-analysis to show why a reassuring statistic did not fit this patient. The action section is written as a timed sequence with an SBAR report. The evaluation covers both the patient's outcome and a change to agency practice. Mrs. K. and the agency are composites; all sources are real.

Where the NUR 302 Module 5 rubric puts the points

Rubrics for this module usually award points for identifying relevant cues, analyzing and prioritizing hypotheses, selecting appropriate actions, evaluating outcomes and meeting writing and APA standards. Prioritization is often the hardest criterion to earn fully, because it asks you to explain why one hypothesis ranks above the others, not merely to list them. Actions should be specific and within nursing scope, with communication to the provider described clearly. The evaluation criterion rewards papers that judge the outcome against a goal stated earlier. Using the model's language consistently helps the grader locate each criterion, and accurate reporting of evidence protects the analysis score.

NUR 302 Module 5 help: the mistakes that cost points

The most common error in a clinical judgment analysis is collapsing the steps, so the paper jumps from a list of cues to an action without showing the reasoning in between. Another is ranking hypotheses only by likelihood and ignoring consequence, which misses the point of prioritization in unstable patients. Students also describe medical decisions as if the nurse made them, such as prescribing a reversal agent, which costs accuracy points. A weak evaluation that says only that the patient improved is another frequent deduction. Before you submit, highlight the sentence in each section where you explain a decision; if a section has no such sentence, it needs one.

Get NUR 302 Module 5 written to your instructions

Attach the Module 5 case or describe the patient you want to analyze, name the clinical judgment model your section uses and include the rubric. The analysis is written step by step to that model and back to you in 24 to 48 hours, with your first sample free. The paper above is an original model document written by our desk, not a submitted student paper and not an official Southern New Hampshire University document.

More NUR 302 papers and related RN to BSN samples

NUR 302 Module 5 questions, answered

Where can I find a free NUR 302 Module 5 clinical judgment analysis sample?

The full paper on this page is free: a home health case of an older woman on warfarin with a headache after a fall, analyzed through all six NCSBN steps with margin notes and APA 7 references. A different case or model can be written to order.

What are the six steps of the NCSBN clinical judgment model?

Recognize cues, analyze cues, prioritize hypotheses, generate solutions, take action and evaluate outcomes. Using them as headings in your NUR 302 paper makes each step easy for the grader to find.

Can I use a real patient from my unit in the Module 5 analysis?

Many sections allow a remembered case if you remove all identifying details. Change the age, setting or timeline slightly if the case could be recognized. Some sections supply a scenario and expect you to use it.

How many hypotheses should I discuss?

Two or three is usually enough. What earns points is explaining why you ranked them the way you did, especially when a less likely explanation carries a more serious consequence.

Should the NUR 302 clinical judgment paper include a reflection?

Include one if your instructions ask for it. Even when they do not, a sentence or two in the evaluation section about what could be done earlier or differently strengthens the paper.